The purpose of this qualitative descriptive study was to explore how contingent faculty at four-year universities in the United States describe the experiences of uncivil student behaviors in face-to-face classrooms along the continuum of incivility and the psychological and physical impact of the behaviors on contingent faculty. The conceptual framework of the continuum of incivility guided data collection through thirteen contingent faculty semi-structured interviews and thirteen responses from an open-ended online questionnaire. These two sources of data were used to answer two research questions: (a) how do contingent faculty at four-year universities describe their experiences with uncivil student behaviors in face-to-face college classrooms, and (b) how do contingent faculty at four-year universities describe the physical and psychological impact of uncivil student behaviors in face-to-face college classrooms. The continuum of incivility conceptual framework guided this research by further exploring the phenomenon of uncivil student behaviors with an emerging population of contingent faculty. The study utilized semi-structured interviews and questionnaires. The semi-structured interviews and questionnaires were completed by the same 13 participants selected. Data analysis occurred using thematic analysis. The seven themes that emerged from both research questions were (a) poor communication skills, (b) distracting behaviors, (c) disrespectful behaviors, (d) student entitlement, and (e) academic entitlement, (f) emotional detachment, (g) introspection. The results of this study may be beneficial to contingent faculty, university faculty, university administrators, and higher learning institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]